Autonomy, relatedness and competence as elements of well-being in elementary school children

Jung, Hannah (2017) Autonomy, relatedness and competence as elements of well-being in elementary school children.

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Abstract:Well-being is a preventive factor in mental health. The present study discovered what children find important to their well-being by analyzing 106 positive future projections of elementary school children. A content analysis was executed to provide an overview of what constitutes the children's best future projections. Subsequently, the data was analyzed for autonomy, competence and relatedness, which act as indicators of children's well-being. The findings revealed that the majority of children described their future projections in a positive light. While relatedness was the most common element followed by competence, autonomy was found in markedly fewer statements. Additionally, sub-elements were discovered which provide a deeper inside into the essence of children’s well-being. The future projections seem to be a good method to discover competence and relatedness as indicators of children's well-being. Against expectations, autonomy was not part of all future projections for reasons either relating to the children’s development or to limitations in the task description. The results revealed a potential fourth element, defined as “personal happiness”, as an indicator of well-being in children’s future projections. Adaptations and opportunities for further research are proposed. The present study discloses new information on children's well-being, which broadens current understanding in this field.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/72681
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